SUGGESTIONS  FOR  LIBRARY 
EXTENSION. 


By 


MISS  MABEL  M.  REYNOLDS, 

Librarian  State  Normal  School, 
Cheney,  IV n. 


Prepared  at  the  request  of  Mrs.  Edna  MacDonald  Bonser,  of  the  Education  Committee, 
W vshington  State  Federation  of  IVomen's  Clubs , 

June,  1904. 


OHv  \ 

fTime  was  when  a few  scholarly  people  had 
ftbrari^  of  their  own,  when  occasionally  in 
ancient  cities  were  to  be  found  collections  of 
fine  old  books,  which  the  men  of  fortune  and 
of  education  might  read  and  enjoy. 

Today  many  books  abound,  many  libraries 
4 are  founded;  yet  everywhere  is  there  need  of 
library  extension,  is  there  need  of  more  and 
* better  reading.  We  learn  from  life,  we  learn 
^ from  books,  of  life,  and,  without  books,  we 
interpret  what  we  learn  from  life  but  sadly, 
seeing  so  little  ourselves  first  hand  and  then, 
only  the  life  of  a single  generation. 

Intellects  are  informed,  but  more  than  all, 
spirits  are  enlightened  through  literature.  The 
literature  of  knowledge  is  to  help  the  world 
practically,  materially;  the  literature  of  pow- 
er is  to  do  more,  it  is  to  mold  the  character 
and  make  men  live  truly. 

The  question  is,  How  to  bring  to  all  the 
people  the  books  that  belong  to  them,  how  to 
beget  an  enthusiasm  for  books,  how  to  teach 
wise  selection  and  right  use. 

* Today  librarianship  has  become  a science, 
ajnd  people  are  specially  trained  for  this  work. 
They  classify  books  so  carefully  that  all  ma- 
terial on  the  same  subject  is  brought  together; 
thev  study  reference  books  so  thoroughly  that 


i 


the  seeker  after  knowledge  is  directed  to  the 
right  thing  with  the  shortest  possible  waste 
of  time;  they  make  it  their  business  to  know 
books,  to  know  people;  they  spread  this  knowl- 
edge of  books,  this  love  of  good  literature,  this 
passion  to  help  humanity  through  opening  to 
the  people  avenues  of  culture,  of  refinement 
and  of  education.  The  library  forces  in  any 
community  are  the  trained  library  staff,  the 
library  associations,  the  commissions  and  the 
organizers.  All  the  people  will  not  be  reached, 
however,  unless  others  help  them.  The  library 
movement,  to  be  a success,  must  have  enlisted 
on  its  side  the  social  forces  in  the  field,  the 
schools,  the  newspapers,  the  business  men’s 
clubs,  the  women’s  clubs,  the  Chautauqua  cir- 
cles, the  kindergartens,  the  churches,  the  Sun- 
day schools,  the  magazine,  and  the  farmer’s 
institutes. 

Many  a man  has  locked  from  him  the  lit- 
erature that  would  make  him  braver,  happier, 
more  ambitious,  more  useful,  more  fit  to  live, 
because  in  his  youth  the  taste  for  reading 
was  not  acquired,  or,  if  acquired  then,  was 
not  fed  later;  he  may  have  lacked  books  of  his 
own;  he  may  not  have  known  how  to  get  a 
public  library,  or  a traveling  library,  or  even 
a school  library  for  his  town ; he  may  have  felt 


unfamiliar  with  the  library  atmosphere,  and 
neglected  to  use  the  books  when  the  library 
was  established. 

Familiarity  with  libraries  and  books  ought 
to  come  early  in  life  if  the  people  are  to  use 
the  public  library  as  their  university.  The 
child  in  the  first  grade  should  use  the  library 
and  his  knowledge  and  love  of  books  should 
grow  as  he  goes  through  the  grades.  The 
schools  should  give  the  opportunity  for  this 
book  knowledge  and  outside  the  schools,  the 
library  forces  should  use  the  press  and  the 
platform  and  all  their  own  resources  of  at- 
tractiveness to  bring  the  people  in.  Library 
bulletins  are  full  of  ways  and  means. 

A detailed  account  is  here  given  of  the  work 
done  in  our  Normal  School  this  year  along 
these  lines.  This  is  followed  by  some  added 
suggestions  as  to  what  may  be  done  by  the 
citizens  of  any  community  in  begetting  an  in- 
terest in  libraries. 

At  the  beginning  of  the  year,  each  student, 
as  he  drew  his  text  books,  was  given  a type- 
written sheet  of  information  about  the  library. 
The  classification  used,  the  Dewey  Decimal,  was 
briefly  explained,  also  the  method  of  charging 
books,  the  library’s  mark  of  ownership,  and 
the  card  index.  During  the  year  this  has  been 


followed  up  by  instruction  given  to  classes 
a series  of  ten  lessons  was  given,  two  a wee 
usually,  to  the  different  classes,  using  some 
of  the  English  time.  Practical  work  was  given 
in  the  chief  ten  classes  of  the  decimal  classifi- 
cation and  in  the  distinguishing  call  numbers, 
in  order  that  the  pupils  might  have  some  idea 
of  the  great  fields  of  knowledge,  and  also  that 
they  might  return  books  to  the  shelves  cor- 
rectly after  using  them. 

One  class  was  given  a diagram  of  the  shelv- 
ing in  our  library  room  and . each  shelf  was 
examined  to  see  what  part  of  the  wall  space 
contained  history,  science,  education,  etc.  The 
bookmarks  of  the  Wisconsin  Free  Library 
Commission  were  used.  The  students  learned 
the  value  of  Who’s  Who,  Century  Dictionary, 
International,  Larned’s  History  for  Ready  Ref- 
erence and  Reader’s  Guide  to  Periodical  Lit- 
erature, by  looking  up  the  names  found  on- 
the  bookmarks,  “Some  heroes  every  one  should 
know”  and  “Some  things  to  read  about.”  At- 
tention was  called  to  the  best  periodicals;  the 
pedagogical  library  and  museum  were  ex- 
amined ; the  picture  collections  noticed  and^ 
the  collections  of  literature.  One  class  resolved  v 
itself  into  a town  meeting,  discussing  the  es* 
tablishment  of  a library.  The  county  superin- 


f 

n I 


ftendent,  the  teacher,  the  mechanic,  the  club 
^oman,  the  business  man,  the  poor  woman — 
Mrs.  Wiggs,  for  instance — all  gave  their  testi- 
mony as  to  the  desirability  of  a library. 

New  books  were  coming  in  for  our  library 
all  the  time  and  the  students  helped  in  the 
& mechanical  preparation  of  these  books  for  the 
shelves.  They  embossed  them,  put  in  pockets, 
* applied  ammonia,  put  on  labels,  used  shellac, 
4 etc.,  working  one  or  two  periods  a week  at 
this. 

The  history,  literature  and  science  teachers 
were  constantly  referring  them  to  the  re- 
sources of  the  library  and  it  was  felt  that  the 
course  helped  them  to  know  just  where  to  find 
material  and  something  of  the  needful  care  in 
leaving  it  that  others  might  find  it. 

Teachers  need  to  know  books  and  libraries, 
not  alone  for  the  individual  good  they  may 
get,  but  that  they  may  help  their  pupils  to 
know  them  and  also  that  they  may  work  as 
intelligent  citizens,  not  only  for  school  libraries, 
but  for  public  libraries  and  traveling  libraries, 
well.  Accordingly,  during  the  third  term, 
Tjalf  of  the  time  assigned  to  school  administra- 
tion and  school  economy  was  used  in  giving  a 
J^brary  course  of  twenty  lessons.  Nineteen 
students,  members  of  the  Senior  and  Elemen- 


tary classes,  finished  this  course.  The  work 
covered  these  four  heads : 

1.  Children’s  books  for  general  reading. 

2.  Supplementary  reading  and  reference 
work  for  schools. 

3.  Broad  library  interests. 

4.  Library  administration. 

The  answers  to  one  question  asked  in  ex- 
amination indicate  the  character  of  the  work 
to  some  extent.  “What  part  of  this  course 
has  been  most  helpful  to  you?”  “Getting  ac- 
quainted with  books  for  children.”  “Learn- 
ing about  books  and  how  to  get  lists.  “How  to 
use  1'ibrary  reading  books.”  “Becoming  ac- 
quainted with  the  best  authors  and  illustrators 
will  help  me  so  much  when  I begin  to  teach.” 
“Discrimination,  to  a certain  extent,  of  the 
likes  and  dislikes  of  pupils.”  “Some  definite 
ideas  of  library  work  and  organization  and 
of  the  books  good  for  different  grades.”  “I 
think  the  plan  to  get  children  interested  in 
books  will  do  me  more  good  when  I go  out  to 
teach  than  anything  else.” 

Our  library  of  children’s  books,  of  about  500 
volumes,  was  much  used  by  the  class.  Each 
member  has  helped  in  the  loaning  of  books  to 
the  training  school  children  and  helped  fo 
select  for  them;  the  books  they  returned  each 


week  were  examined;  the  book  reports  given 
by  the  children  each  Friday  were  heard,  and 
each  student  read  two  children’s  books  him- 
self, and  reported  on  them  to  the  class,  or  in 
the  training  school.  Another  question  was 
stated  in  this  way:  “All  people  would  work 
for  public  libraries  and  support  them  liberally 
did  they  realize  their  benefits;  if  you  should 
be  in  a town  working  for  a public  library,  what 
arguments  would  you  use  to  make  friends  for 
the  movement?  What  literature  on  the  sub- 
ject would  you  like  to  see  brought  before  the 
people  in  local  papers  and  in  clubs  and  at  pub- 
lic meetings.”  The  answers  are  suggestive: 
“Have  a lecture  about  the  good  libraries  have 
done  in  other  places.”  “Get  a traveling  li- 
brary and  another  (a  permanent  public  li- 
brary) will  be  wanted.”  “Read  books  myself, 
talk  them  over  with  my  friends  and  start  a 
little  club.”  “Have  some  one  who  has  seen 
successful  work  done,  speak.”  “Have  articles 
in  the  local  papers  telling  of  the  library  move- 
ment.” “Use  the  National  Educational  Asso- 
ciation reports  for  material.”  “Get  material 
from  the  Library  Commissions  and  reports  of 
public  libraries.”  “Get  the  children  interested 
and  then  the  parents.”  “Show  books  to  the 
people.”  “Get  a good  story  teller  to  come  and 


tell  stories.”  “Get  the  schools  to  know  the 
benefits  of  a public  library.”  “Ladies  ma.^ 
read  books  and  then  read  or  tell  the  stories  to' 
boys  of  the  neighborhood.  They  will  tell  other 
boys,  etc.”  As  these  answers  show,  the  class 
heard  and  read  a good  deal  along  this  line. 

The  students  examined  over  twenty  good 
library  lists  and  used  them  in  making  lists  of 
books  for  themselves.  Articles,  hearing  in 
some  way  on  our  subject,  were  found  in  the 
current  numbers  of  St.  Nicholas  and  World’s 
Work;  Public  Libraries,  Dec.-March,  contained 
much  that  was  helpful.  Mr.  Dana’s  article  on 
the  Newark  (N.  J.)  Public  Library  is  ecpecial- 
ly  valuable.  The  Library  Section  of  the  N.  E. 
A.  Reports,  1896-1903,  were^  reported  on  at 
length,  the  Cleveland  “Open  Shelf”  and  the 
Carnegie  Library  (Pittsburg)  Bulletin  used, 
and  the  article  in  our  Normal  Seminar  for 
March  was  studied.  All  through  the  course, 
there  was  as  much  laboratory  work  as  possible, 
reports,  lists,  special  books,  bulletins,  library 
aids  of  all  kinds,  were  placed  before  the  stu- 
dents for  them  to  study.  The  catalog  of  the* 
large,  well  equipped  library  was  explained  byi 
using  a card  catalog  made  at  the  University.^ 
of  Illinois  Library  School,  showing  all  the  spe* 
cial  cards,  such  as  biography,  bibliography, 


t 


subject,  author,  title.  “See”  and  “See  also.” 
L Pages,  from  an  old  copy  of  the  A.  L.  A.  catalog 
Lwere  also  used  for  this.  We  endeavored  to 
[Keep  in  touch  with  the  practice  teachers  by 
noting  the  books  they  were  using  for  supple- 
mentary reading  in  their  classes.  The  class 
made  a reference  list  on  George  Washington 
the  last  of  February.  Each  member  of  the 
class  examined  a book  of  collective  biography 
and  brought  out  on  cards  the  names  of  the  dif- 
ferent biografers  and  so  practice  was  given 
in  analyzing  books,  a very  necessary  thing 
for  a teacher  who  has  a small  library  to  know. 
Pictures  were  cut  from  old  magazines,  sorted 
by  subject  and  arranged  in  pamphlet  cases; 
pages  of  some  article  removed  from  a magazine, 
not  selected  for  binding,  were  sewed  together 
by  each  member  of  the  class,  to  show  how 
usable  reference  material  may  be  found. 

A talk  was  given  on  the  making  of  books 
from  the  earliest  times  to  the  present,  and 
book  binding  and  ilustrations  were  each  sub- 
jects of  interest  to  us,  for  both  of  which  we 
^iad  illustrative  material. 

l Addresses  were  given  of  the  places  to  get 
library  aids  and  copies  of  Welsh’s  “Right  Read- 
ing* "or  Children,”  furnished  us  through  the 
courtesy  of  D.  C.  Heath;  Maxson  bookmarks, 


kindly  sent  by  the  St.  Nicholas ; Library  League 
cards  printed  at  the  local  newspaper  office ; St. 
Nicholas  League  folders,  distributed  so  gen- 
erously by  that  organization,  were  supplied  to 
all  members  of  the  class.  In  a Normal  School, 
the  teachers  usually  refer  classes,  not  to  the 
subjects  alone,  but  to  the  best  books  on  the 
subject;  in  the  method  classes  children’s  books 
are  recommended  and  all  normal  students  get 
library  help  in  this  way.  We  were  aided  also 
by  the  friendly  and  co-operative  attitude  of  the 
training  school  teachers. 

Twenty  lessons  is  a very  brief  course,  but 
we  hope  the  library  work  will  supplement  the 
work  of  the  training  school,  and  of  the  depart- 
ments of  history,  literature,  and  science,  in 
making  of  our  students  citizens  who  know  the 
value  of  a library  liberally  supported ; that 
as  teachers  they  may  co-operate  with  all  li- 
brary forces  and  make  of  their  school  libraries 
efficient  aids  in  their  work. 

There  may  be  other  citizens  of  Washington 
to  whom  such  a course  appeals.  As  incentives 
to  library  interest,  besides  the  literature  men- 
tioned in  this  paper,  library  enthusiasts  may 
find  material  for  proselyting  in  the  books  on 
the  study  and  teaching  of  literature.  Arnold, 
Corson,  McMurry,  Lowell,  Scudder,  Norton. 


Welsh,  are  on  onr  library  shelves,  and  support 
the  course  right  royally."  There  are  a few 
pamphlets  and  articles  especially  to  the  point: 

Library  Tracts,  Nos.  1,  2 and  3,  to  be  bought 
of  Publishing  Board  of  American  Library  As- 
sociation, Boston,  for  five  cents  each ; the 
titles  are  as  follows:  1.  “Why  do  we 
need  a public  library?”  extracts  from 
papers  and  addresses.  2.  “How-to  start  a 
public  library,”  by  Dr.  Wire.  3.  “Traveling 
libraries,”  by  Frank  A.  Hutchins  of  the  Wis- 
consin Free  Library  Commission.  Two  small 
pamphlets  sent  at  slight  cost  by  the  Wisconsin 
Commission,  Madison,  Wis. : “Influence  of  the 
village  library,”  by  H.  P.  Bird,  of  Wauseukee, 
who  gave  a library  to  his  village  and  knows 
whereof  he  speaks;  “Free  city  library  as  a 
department  of  city  government,”  paper  read 
by  Mr.  Hutchins  at  the  League  of  Wisconsin 
Municipalities  in  1902. 

An  article  by  Mr.  Crunden,  Librarian  of  the 
St.  Louis  Public  Library,  in  the  Outlook  for 
Feb.  28,  1903,  on  “The  public  library  as  a pay- 
ing investment,”  may  appeal  to  the  practical 
business  man. 


The  friends  of  the  library  claim  that  ■ 
the  people’s  university  and  that  money 
on  the  library  itself,  or  on  fitting  people  t 
books,  and  so  making  them  able  to  enter 
university  and  use  its  equipment,  is  well  s: 
As  the  state  considers  money  spent  for  its  : 
lie  schools  a good  investment,  why  not  m 
spent  on  bringing  library  facilities  to 
people? 

The  report  of  the  State  Librarian  of  Y 
ington  for  1902,  contains  a statement  in  re  ; 
to  traveling  libraries,  applicable  as  we  1 
village  and  city  libraries.  He  says: 
we  consider  that  the  state  expends  (and  v 
so),  some  $135,000.00  yearly  (see  last  aj 
priation  bill)  at  the  University  of  Washin 
for  the  education  of  the  small  pereentag 
her  population  who  attend  this  school,  it 
not  seem  unreasonable  that  she  encourage 
sending  out  of  these  cases  of  books,  so  tlia 
people  of  the  state  at  large  who  have  rece. 
buUa  common  school  education,  may,  in  a s. ; 
way,  continue  to  educate  themselves,  th( 
pense  to  the  state  being  almost  nothing  a 
compared  with  the  above  named  sum.” 


